Education and Training in Developmental Disabilities - Division on ...
Education and Training in Developmental Disabilities - Division on ...
Education and Training in Developmental Disabilities - Division on ...
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ta<str<strong>on</strong>g>in</str<strong>on</strong>g> the acquired tasks overtime? (c) Will students<br />
generalize the acquired tasks across people,<br />
materials, <str<strong>on</strong>g>and</str<strong>on</strong>g> sett<str<strong>on</strong>g>in</str<strong>on</strong>g>gs?<br />
Method<br />
Participants<br />
Three students referred to the developmental<br />
disabilities unit of the Research Institute for<br />
the H<str<strong>on</strong>g>and</str<strong>on</strong>g>icapped at Anadolu University, Turkey<br />
to enroll <str<strong>on</strong>g>in</str<strong>on</strong>g> a special educati<strong>on</strong> support<br />
service participated. They were <str<strong>on</strong>g>in</str<strong>on</strong>g>tegrated <str<strong>on</strong>g>in</str<strong>on</strong>g><br />
regular educati<strong>on</strong> classrooms at various levels<br />
(preschool, primary, <str<strong>on</strong>g>and</str<strong>on</strong>g> sec<strong>on</strong>dary grades).<br />
Each student was taught a different discrete<br />
task us<str<strong>on</strong>g>in</str<strong>on</strong>g>g different stimuli. Students ranged<br />
<str<strong>on</strong>g>in</str<strong>on</strong>g> age from 6 to 13 years. No student received<br />
medicati<strong>on</strong> or had known sensory impairments<br />
that affected his or her participati<strong>on</strong>.<br />
Erol was a six year four m<strong>on</strong>th old, male. He<br />
functi<strong>on</strong>ed <str<strong>on</strong>g>in</str<strong>on</strong>g> the mild range of mental retardati<strong>on</strong><br />
with an IQ score of 58 accord<str<strong>on</strong>g>in</str<strong>on</strong>g>g to the<br />
Stanford-B<str<strong>on</strong>g>in</str<strong>on</strong>g>et Intelligence Scale (SBIS). He<br />
was able to <str<strong>on</strong>g>in</str<strong>on</strong>g>itiate <str<strong>on</strong>g>and</str<strong>on</strong>g> ma<str<strong>on</strong>g>in</str<strong>on</strong>g>ta<str<strong>on</strong>g>in</str<strong>on</strong>g> communicati<strong>on</strong>.<br />
He performed many gross motor <str<strong>on</strong>g>and</str<strong>on</strong>g><br />
f<str<strong>on</strong>g>in</str<strong>on</strong>g>e motor skills of his age. He was able to<br />
perform most self-care skills <str<strong>on</strong>g>in</str<strong>on</strong>g>dependently.<br />
His weaknesses were <str<strong>on</strong>g>in</str<strong>on</strong>g> problem solv<str<strong>on</strong>g>in</str<strong>on</strong>g>g, acquir<str<strong>on</strong>g>in</str<strong>on</strong>g>g<br />
some c<strong>on</strong>cepts such as positi<strong>on</strong>s <str<strong>on</strong>g>and</str<strong>on</strong>g>,<br />
c<strong>on</strong>trast. He attended a preschool program<br />
four days a week for four hours each day <str<strong>on</strong>g>and</str<strong>on</strong>g><br />
was <str<strong>on</strong>g>in</str<strong>on</strong>g> a regular class with 16 other children.<br />
He attended morn<str<strong>on</strong>g>in</str<strong>on</strong>g>g sessi<strong>on</strong>s.<br />
Yunus was an eight year 10 m<strong>on</strong>th old,<br />
male. He had Down syndrome <str<strong>on</strong>g>and</str<strong>on</strong>g> functi<strong>on</strong>ed<br />
<str<strong>on</strong>g>in</str<strong>on</strong>g> the moderate range of mental retardati<strong>on</strong><br />
with an IQ score of 38 accord<str<strong>on</strong>g>in</str<strong>on</strong>g>g to the SBIS.<br />
Yunus’ strengths were his gross <str<strong>on</strong>g>and</str<strong>on</strong>g> f<str<strong>on</strong>g>in</str<strong>on</strong>g>e motor<br />
skills, performed most self-care skills <str<strong>on</strong>g>in</str<strong>on</strong>g>dependently.<br />
Areas of weaknesses <str<strong>on</strong>g>in</str<strong>on</strong>g>cluded receptive<br />
<str<strong>on</strong>g>and</str<strong>on</strong>g> expressive communicati<strong>on</strong> skills, social<br />
peer <str<strong>on</strong>g>in</str<strong>on</strong>g>teracti<strong>on</strong>, <str<strong>on</strong>g>and</str<strong>on</strong>g> perceptual discrim<str<strong>on</strong>g>in</str<strong>on</strong>g>ati<strong>on</strong><br />
skills. He attended a primary school program<br />
five days a week for three hours each day<br />
<str<strong>on</strong>g>and</str<strong>on</strong>g> was <str<strong>on</strong>g>in</str<strong>on</strong>g> a regular class with 25 other children.<br />
He attended afterno<strong>on</strong> sessi<strong>on</strong>s.<br />
Yasem<str<strong>on</strong>g>in</str<strong>on</strong>g> was a 13 year 8 m<strong>on</strong>th old, female.<br />
She functi<strong>on</strong>ed <str<strong>on</strong>g>in</str<strong>on</strong>g> the moderate range of<br />
mental retardati<strong>on</strong> with an SBIS IQ score of<br />
45. Her weaknesses <str<strong>on</strong>g>in</str<strong>on</strong>g>cluded vocati<strong>on</strong>al skills,<br />
communicati<strong>on</strong> skills, community skills, <str<strong>on</strong>g>and</str<strong>on</strong>g><br />
social peer <str<strong>on</strong>g>in</str<strong>on</strong>g>teracti<strong>on</strong>, while her strengths<br />
<str<strong>on</strong>g>in</str<strong>on</strong>g>cluded basic read<str<strong>on</strong>g>in</str<strong>on</strong>g>g, math, <str<strong>on</strong>g>and</str<strong>on</strong>g> m<strong>on</strong>ey<br />
skills. She attended a sec<strong>on</strong>dary school program<br />
five days a week for three hours each day<br />
<str<strong>on</strong>g>and</str<strong>on</strong>g> was <str<strong>on</strong>g>in</str<strong>on</strong>g> a regular class with 30 other children.<br />
She attended morn<str<strong>on</strong>g>in</str<strong>on</strong>g>g sessi<strong>on</strong>s.<br />
Prerequisite skills were determ<str<strong>on</strong>g>in</str<strong>on</strong>g>ed through<br />
tra<str<strong>on</strong>g>in</str<strong>on</strong>g>er observati<strong>on</strong> prior to <str<strong>on</strong>g>in</str<strong>on</strong>g>itiati<strong>on</strong> of the<br />
study. Each student (a) could attend to a task<br />
for 10-15 m<str<strong>on</strong>g>in</str<strong>on</strong>g>, (b) possessed adequate visual<br />
acuity to see target words, numbers, <str<strong>on</strong>g>and</str<strong>on</strong>g> time<br />
<strong>on</strong> a clock when they were presented <str<strong>on</strong>g>in</str<strong>on</strong>g> their<br />
various forms, (c) possessed adequate auditory<br />
acuity to hear the discrim<str<strong>on</strong>g>in</str<strong>on</strong>g>ative stimulus,<br />
c<strong>on</strong>troll<str<strong>on</strong>g>in</str<strong>on</strong>g>g prompt, <str<strong>on</strong>g>and</str<strong>on</strong>g> praise statements,<br />
<str<strong>on</strong>g>and</str<strong>on</strong>g> (d) could verbally <str<strong>on</strong>g>and</str<strong>on</strong>g> physically imitate a<br />
teacher’s model. In additi<strong>on</strong>, Yasem<str<strong>on</strong>g>in</str<strong>on</strong>g> named<br />
numbers 1 to 12, <str<strong>on</strong>g>and</str<strong>on</strong>g> named hour h<str<strong>on</strong>g>and</str<strong>on</strong>g> <str<strong>on</strong>g>and</str<strong>on</strong>g><br />
m<str<strong>on</strong>g>in</str<strong>on</strong>g>ute h<str<strong>on</strong>g>and</str<strong>on</strong>g> of any clock. Sec<strong>on</strong>dary re<str<strong>on</strong>g>in</str<strong>on</strong>g>forcers<br />
also were identified for each student prior<br />
to the study.<br />
The author c<strong>on</strong>ducted all experimental sessi<strong>on</strong>s,<br />
<str<strong>on</strong>g>and</str<strong>on</strong>g> a special educati<strong>on</strong> teacher tra<str<strong>on</strong>g>in</str<strong>on</strong>g>ed<br />
<str<strong>on</strong>g>in</str<strong>on</strong>g> data collecti<strong>on</strong> procedures collected reliability<br />
data.<br />
Sett<str<strong>on</strong>g>in</str<strong>on</strong>g>g<br />
All experimental sessi<strong>on</strong>s were c<strong>on</strong>ducted <str<strong>on</strong>g>in</str<strong>on</strong>g>dividually<br />
<str<strong>on</strong>g>in</str<strong>on</strong>g> a room (6 mX6m)located at<br />
the Research Institute for the H<str<strong>on</strong>g>and</str<strong>on</strong>g>icapped.<br />
Instructi<strong>on</strong> was <str<strong>on</strong>g>in</str<strong>on</strong>g> a 1:1 arrangement. Tra<str<strong>on</strong>g>in</str<strong>on</strong>g>er<br />
<str<strong>on</strong>g>and</str<strong>on</strong>g> student sat face to face at a table. Sessi<strong>on</strong>s<br />
occurred <strong>on</strong> week days.<br />
Experimental Design<br />
A multiple probe design across behaviors <str<strong>on</strong>g>and</str<strong>on</strong>g><br />
replicated across students was used to evaluate<br />
effectiveness of simultaneous prompt<str<strong>on</strong>g>in</str<strong>on</strong>g>g procedures.<br />
Experimental c<strong>on</strong>trol is dem<strong>on</strong>strated<br />
when a change <str<strong>on</strong>g>in</str<strong>on</strong>g> the dependent variable<br />
occurred <strong>on</strong>ly after the <str<strong>on</strong>g>in</str<strong>on</strong>g>dependent<br />
variable was implemented <str<strong>on</strong>g>in</str<strong>on</strong>g> a time lagged<br />
fashi<strong>on</strong> (Tawney, & Gast, 1984).<br />
General Procedures<br />
70 / <str<strong>on</strong>g>Educati<strong>on</strong></str<strong>on</strong>g> <str<strong>on</strong>g>and</str<strong>on</strong>g> <str<strong>on</strong>g>Tra<str<strong>on</strong>g>in</str<strong>on</strong>g><str<strong>on</strong>g>in</str<strong>on</strong>g>g</str<strong>on</strong>g> <str<strong>on</strong>g>in</str<strong>on</strong>g> <str<strong>on</strong>g>Developmental</str<strong>on</strong>g> <str<strong>on</strong>g>Disabilities</str<strong>on</strong>g>-March 2005<br />
The tra<str<strong>on</strong>g>in</str<strong>on</strong>g>er used a simultaneous prompt<str<strong>on</strong>g>in</str<strong>on</strong>g>g<br />
procedure to teach students with mental retardati<strong>on</strong>.<br />
Tasks for each student <str<strong>on</strong>g>in</str<strong>on</strong>g>itially <str<strong>on</strong>g>in</str<strong>on</strong>g>cluded<br />
three sets of stimuli. The tra<str<strong>on</strong>g>in</str<strong>on</strong>g>er c<strong>on</strong>ducted<br />
<strong>on</strong>e sessi<strong>on</strong> per day, which c<strong>on</strong>sisted of<br />
a daily probe sessi<strong>on</strong> followed by the tra<str<strong>on</strong>g>in</str<strong>on</strong>g><str<strong>on</strong>g>in</str<strong>on</strong>g>g<br />
sessi<strong>on</strong>. The maximum amount of time allocated<br />
for each sessi<strong>on</strong> was about 10 m<str<strong>on</strong>g>in</str<strong>on</strong>g>. Ses-